An analysis of the relationship between grades and Iowa Tests of Educational Development scores of secondary school students in vocational education classes in Anchorage, Alaska PublicDeposited

Descriptions

Purpose of the Study
The primary focus of this study was to compare Iowa
Tests of Educational Development (ITED) subtest scores
with achievement letter grades (A, B, C, D, and F) in
vocational education classes at Bartlett High School,
Anchorage, Alaska. The two secondary purposes of the
study were to compare:
1. the results of ITED scores of Bartlett students
enrolled in vocational education classes at the Career
Center, Bartlett students enrolled in non-vocational
education classes, and students enrolled in vocational
education classes at Bartlett High School, and
2. the results of ITED scores of Bartlett Caucasian
vocational education students with Bartlett non-Caucasian
vocational education students.
Procedure
The samples were randomly selected from students
receiving final grades during the Spring semester of 1979
at Bartlett High School, Anchorage, Alaska.
A fixed one-way analysis of variance design was used
to determine if there were significant differences between
groups. Where a significant difference was indicated, the
Least Significant Difference (L.S.D.) test was utilized
to determine the location of these differences.
Conclusions
Based upon the results of this study, the following
conclusions were drawn:
1. Mastery of the basic skills for vocational
education classes is as important as in the
academic areas.
2. The stigma of vocational education classes as a
"dumping ground" for the academic classes was
shown to be a misconception.
3. Either the ITED is culturally biased, or the
basic education classes for minority students
are structured such that minority students are
not learning the necessary skills to succeed on
ITED achievement tests.